Teacher Perceptions of Effective Professional Development through Educational Reform

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منو

" Teacher Perceptions of Effective Professional Development through Educational Reform "
Perez, Robin Rae Roso, Calvin

Document Type	:	Latin Dissertation
Language of Document	:	English
Record Number	:	1114099
Doc. No	:	TLpq2403015869
Main Entry	:	Perez, Robin Rae
	:	Roso, Calvin
Title & Author	:	Teacher Perceptions of Effective Professional Development through Educational Reform\ Perez, Robin RaeRoso, Calvin
College	:	Azusa Pacific University
Date	:	2020
student score	:	2020
Degree	:	Ed.D.
Page No	:	139
Abstract	:	This phenomenological study presents the results of English and Math teachers’ perceptions of effective professional training through different movements of educational reform specifically looking at the impact and implementation of the Local Control Funding Plans and Common Core State Standards. This study was conducted at two middle schools and three different high schools from three urban school districts in Southern California each recognized as a 2017 Gold Ribbon School. Twelve different teachers from schools recognized for their success with the implementation of new academic content and performance standards required by their Local Control Accountability Plan were interviewed about their lived experiences and perceptions of effective teaching, learning, and collaborating. Based on the qualitative data gathered and the use of Malcom Knowles’ (1973) Andragogical Theory of Adult Learning for a priori categorization, five emergent themes and 10 subthemes were established: Planned and Professionally Led, Differentiated with Consistent Follow Through and Leadership, Offered Options and/or Collaboration to Grow Professionally, Guided by Purpose and Vision, and Influenced by Involvement in Leadership.
Subject	:	Adult learning
	:	Common Core State Standards (CCSS)
	:	Educational reform
	:	Effective professional development
	:	Local control accountability plan (LCAP)
	:	Teacher perceptions